General Statistics

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Geo Map
Region #
NA - North America 5451
AS - Asia, other 3955
EU - Europe 1297
SA - South America 1138
AF - Africa 695
OC - Oceania 259
Unknown Continent - Not applicable 3
Unknown 220
Total 13018
Country #
US - United States of America 5189
CN - China 1207
BR - Brazil 861
VN - Vietnam 705
SG - Singapore 699
ZW - Zimbabwe 401
HK - Hong Kong 398
DE - Germany 281
FR - France 272
AU - Australia 252
other - Other Country 2723
Total 12988
City #
San Jose 721
Cherry Hill 482
Singapore 455
Central 361
Harare 294
St Louis 220
Ho Chi Minh City 214
Boardman 161
Hanoi 150
Ashburn 102
other 7515
Total 10675
Most viewed items #
ID: 99444d58-357a-4cad-a33b-996e040ff70d - Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe 506
ID: 9119456f-5ebd-4bcc-a4bc-14a125822b16 - Naming, space and power in Noviolet Bulawayo’s We need new Names (2013) and Lawrence Hoba’s ‘The first Trek – The pioneers’ in The Trek and other stories (2009) : Windhoek, Namibia, 18-20 September 2017 337
ID: c4c436d3-5531-4aa7-8a6f-5a22c1390a74 - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe 313
ID: 1369dd96-87b7-4b11-a680-3383feedf991 - Teachers’ Perceptions and implementation of inquiry-based learning in rural schools 311
ID: bdb53700-e9c3-4f49-9fd0-7976011bd5ea - Standing at the crossroads: An overview of reflections on paradigms of African women’s inclusion and exclusion in the religion and gender relations discourse in Zimbabwe 300
ID: 19b7ce44-0fc6-4b75-821c-c13fc56348bc - Impact of integrating smartphones in the teaching and learning of Mathematics in Chegato Cluster, Mberengwa district, Zimbabwe 297
ID: 45067231-eb7c-49f0-a46a-40e2189482f8 - The Impact of Change in Fashion and Fabrics Coursework Requirements at Ordinary Level: A Case Study of Lower Gweru Schools in Zimbabwe 293
ID: fd0def81-08a6-4d83-8e35-43593b274dc9 - Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum 290
ID: 8d64c319-9393-4a8f-b8fb-385ed89de101 - Creating and Developing Capacities for National Healing and Peace Building in Zimbabwe Through ‘Difficult History’ 288
ID: 532bb21b-8c8b-431c-b693-bc9f55edc072 - Interface between gender and the COVID-19 induced work-from-home policy: evidence from a Zimbabwe University 287
ID: e4ee34ab-3cb5-4783-815f-6ebe169c0b0b - Features of a Developing Mathematics Professional Learning Community and Affordances for Teacher Learning Opportunities 285
ID: 5797da64-dd5f-49da-aea0-1d236ccfcd97 - Disability and disaster risk reduction as an incongruent matrix: Lessons from rural Zimbabwe 279
ID: 58f0643b-842d-4bcc-add0-090d71a2c0ab - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe 277
ID: 737f202a-73ab-4e39-bec3-b0a1969dab6c - Christian spirituality as protective factors against drugs and substance abuse by Zimbabwean youths: A case of the Catholic church in Gweru urban 264
ID: c063becd-ec6d-4884-b8bb-0186edb11b6c - Decolonising participatory research: can Ubuntu philosophy contribute something? 264
ID: 85abe929-0a2d-4af6-af92-31ac0dde9745 - Safety and hygiene interventions to protect learners in the school environment: PPE considerations for primary school learners in Zimbabwe. 262
ID: c49bf173-f487-4f45-b5e5-697ed1b040cf - Positioning Africa in the global politics surrounding the covid-19 pandemic: A historical appraisal 254
ID: de217fcc-d5a9-40aa-8c55-eb25501d36eb - Pupils'perceptions and their teachers' awareness of continuity in mathematics instruction at the primary- secondary transition phase in gweru urban schools in Zimbabwe 253
ID: ab155846-08da-4074-b89b-adeebefaab45 - Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies 249
ID: 71eb16a5-c590-4ef9-b8bf-0e639ff2d780 - Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era 248
ID: 55267762-f4dd-4f88-a907-a6a5daea9f5c - Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe 238
ID: 7f46deee-80bc-49b2-8904-1d15480de12a - The quest for quality project supervision: supervisor- supervisee relationship in the Education Faculty at Midlands State University in Zimbabwe 234
ID: 9f8b74c0-a5b2-4df7-ab2b-b8fe36960abf - Academic publishing demystified 234
ID: ad229d38-37a7-4f6a-a324-f9743f90ab6e - The Eight Years of Interaction: Lessons from Zimbabwe’s Look East Policy and the Future of African Countries and Asia-Pacific Region 228
ID: 8682193c-6c0c-463a-9bfa-1f08b1205354 - Are our COVID-19 response and recovery efforts in sync with the principles of disaster risk reduction?. 227
ID: 563847f4-927f-43f4-be12-64eac5bc35c9 - The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe 216
ID: 92220282-f7e7-4591-b6e3-ebf8ca117774 - Calamities Abound: Impact of COVID-19 Face-to-Screen Induced Learning among University Students in Zimbabwe 215
ID: 3a982910-4d3e-4a72-a7bc-0f24af664019 - Implementing a Target-Task Problem-Solving Model in teaching Electrochemistry to Advanced level chemistry learners. 214
ID: 6fbedd96-2841-4c17-9d6a-6bb55331bef7 - Colonial Economic Disempowerment and the Responses of the Hlengwe Peasantry of the South East Lowveld of Zimbabwe: 1890-1965 209
ID: 618b5c5a-1c23-4544-a8d6-dad5bd892800 - Metaphors of the challenges on project completion: experiences of block release students and their supervisors at Midlands State University 204
ID: ab30b428-f7b3-4d53-9d11-5d10a8219f11 - Perceptions on belt marking system in Zimbabwe: a case of Advanced Level Geography Syllabus 9156. 201
ID: 01273670-ac9c-4d4d-8de8-aaa82b5d7b04 - Mathematics teacher identity in a professional learning community: Paper Presented on the 2nd - 7th April 2013, Cape Town, South Africa 199
ID: 7575a32a-5239-44ce-af7d-4db24eb71a21 - University Lecturers and Students Preparedness for Online Teaching and Learning in Zimbabwe 196
ID: 2f07ff26-5fc3-4b0a-8203-521c1ded8806 - The Zimbabwe liberation war family in selected war novels - implications to post-independence governance 195
ID: 4613a7ae-8cd5-464d-8d1e-70eeefee9a1e - Critical Appreciation of the Dichotomy of Harm and Healing in Selected War Fiction in Shona Language - Communal and Everyday Aspects of Healing in Zimbabwe 192
ID: 16175893-9e2e-4c5b-85e7-3554665e56b7 - Instructional interventions used to develop cognitive academic language proficiency in the teaching of a content area subject to English second language learners. 191
ID: fb9ed5e4-6ceb-441c-82a5-40ce0f122412 - A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design 188
ID: 0749b7d5-63bb-4be3-b8c6-a70bf3990212 - Challenges faced in the implementation of localised advanced level geography syllabus: a case of Harare high schools 185
ID: dbf2dcfd-aee6-4218-9fb5-57bce4cbb9de - Criterion and norm referenced tests in the education system: livening up the debate 177
ID: d6cf57bc-7f3b-469d-9f54-0ae26b93de1e - Hlengwe Memories of the Zimbabwean Liberation Struggle, 1975–1979 175
ID: 2f616012-454b-490c-a494-3b66f8c0a705 - Faculty of education lecturers’ and students’ perceptions on the utilisation of e-Learning at Midlands State University in Zimbabwe 171
ID: f3815205-fcfd-4d90-b878-dd89b54f3f0a - The teaching of geometric (Isometric) transformations at secondary school level: what approach to use and why? 170
ID: 0e8e570a-e5fd-4eee-8297-86f38c3a528d - Within and without the workings of language in literary text explication: RE-reading William Blake’s ‘London’ 168
ID: d182f950-b089-46a0-99b2-8575598dc12e - In-service teachers’ perceptions and interpretations of students’ errors in mathematics 166
ID: 4248feac-40eb-486d-ac03-c7575434ce21 - Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry 165
ID: 87428f8a-706e-4f6c-a8af-5b13a94ae088 - Motivations and expectations of pre service student teachers specialising in mathematics at two primary teachers colleges in Zimbabwe 162
ID: fa66d086-c6e8-4a98-9a97-8545d49251f3 - Effects of sociocultural beliefs on science education in Zimbabwe: implications for science teaching 160
ID: 9056841b-34c9-4f8c-8152-2ce317fed17e - Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools. 159
ID: a22a8c8c-8317-41c5-b529-9e385ad80047 - Pursuing the humanity of subalterns on the farm in Zimbabwean literature. 158
ID: a7e30f04-1ace-48ef-81d9-c2892a613ac0 - Learning in professional learning communities: shifts in mathematics teachers’ practices 158
ID: 24f4be68-714c-4f68-9679-bf547ef35a88 - Dynamics of Political Entrepreneurship among the Elites in Post-Colonial Zimbabwe 153
Total 11765


Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Tot
2022 00 0000 0001 712 20
2023 1815 55384353 913646 30 317
2024 01 64165101302 7585438388 121323 2063
2025 63626 18661566171 198628830344 274365 4366
2026 159617 141310221675359 1007000 00 6252
Ever 13018